Course Title: Human Development Course Number: PSY 6109 A1 School/College: CSPP-San Francisco
Term and Year: Spring, 2009
Class location: One Beach Street, San Francisco, Room 210
Class Meeting days and time(s): Thursdays, 4:40 p.m. to 6:30 p.m.
Instructor Name and Title: Elena Padrón, Ph.D., Assistant Professor
Office location: SF Campus, Room 273
Email address: epadron@alliant.edu
Phone: 415-955-2111
Grading: Letter grade
Credit hours: 2 credits per semester
Reminder that Syllabus is Subject to Change
The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Additional articles may be added to augment the texts. Grading criteria will only be changed with advance notice.
I. Course Rationale:
The Psy.D. Program requires all students to take a one-semester course in developmental psychology. The program believes that a doctoral level education in clinical psychology is incomplete without exposure to this knowledge. The main objectives of this course are to prepare students to demonstrate mastery in the following CSPP Psy.D. Program competencies: · Development of a professional perspective that is grounded in the science of psychology, including development (A). This course will integrate knowledge of biological, social and cognitive and affective bases of behavior in a greater developmental framework, and with an understanding of major developmental processes, individual differences and psychopathology. · The application of knowledge about development to create an effective therapeutic relationship, understand the therapeutic process, its stages and what makes for therapeutic outcomes, and be sensitive to the role of ethnicity and culture in establishing and maintaining relationships with clients (B.1). · The ability to analyze and learn from interventions that are grounded in developmental theory and informed by current developmental and clinical research, as well as psychotherapy literature. Students will also develop their ability to apply research on psychopathology to clinical diagnosis and case formulation, and to take into account the effects of race, class, culture and other social/cultural factors in planning and carrying out a course of treatment (B.3). · Developing research and evaluation skills, such as the ability to read and critically review psychological literature, synthesize and integrate research findings from different sources and to pose theoretical, clinical or predictive questions and draw conclusions, demonstrate the application of research findings to clinical phenomenon and/or practice, and critically assess the application of research findings to diverse ethnic and cultural groups (B.4). · Further develop the ability to understand clinical phenomenon within social and cultural context (C). · To hone professional problem solving skills and attitudes essential for life long learning and scholarly inquiry, such as the ability to understand, evaluate, organize, and synthesize psychological literature, present results of self-directed education in educational presentations, incorporating scholarly integration of practice theory and research findings, and the ability to inform practice with results of self-education (D).
II. Course Description, Instructional Objectives and Strategy, Assessment and Behavioral Expectations:
A. Course Description:
This course will present salient issues and processes in the major domains of development, specifically from the perspectives of attachment theory and developmental psychopathology, across the lifespan. The notion of development as a dynamic and increasingly complex process will be emphasized. Teaching strategies will weave together the presentation of current scientific theories and research findings with clinical applications and case examples.
B. Instructional Objectives:
By the end of this course, it is expected that students will: · Attain an understanding of major developmental processes, based on developmental science and attachment theory. · Be able to discuss, in writing and orally, the clinical and social implications of current developmental research. · Understand and discuss clinical and interventions informed by the developmental framework, with respect to case conceptualization, assessment and treatment of clients. · Gain insight into their own developmental trajectory as clinicians-in-training and grow in their confidence to integrate developmental perspectives into their skill set and mind sets as clinical psychologists.
C. Instructional Strategy:
This course will consist of a combination of lectures, class discussion of case vignettes, group presentations, and online discussions of current research and developmental applications. Students are expected to complete weekly assigned readings, watch all assigned online videos, participate in all online discussions, and respectfully and actively participate in class discussions and group presentations.
D. Diversity Issues:
This class assumes incorporation of critical and informed examination of diversity issues within a developmental framework. The role of culture and ethnicity in influencing developmental trajectories will be examined. Readings, class discussions and assignments will address these issues.
E. Description of Course Requirements and Assessment Methods:
Attendance:
Attendance criteria for this class include the following: if students miss more than 2 classes, they risk obtaining “no credit” for the semester, even if they have performed well on other dimensions of the class. Being more than 10 minutes late for a class, or in returning from a break, counts as missing one class. Attendance is a basic requirement. Turning in a written assignment late, or failing to turn it in, will result in a lower grade or failure of the class, depending on the work missed, at the discretion of the instructor. Contact the instructor as soon as possible if you learn you will be missing a course requirement. Attendance will be graded as follows:
0 absences
10 pts.
1 absence
5 pts.
2 or more absences
0 pts.
Participation:
Participation is a vital component of this seminar. It allows students to learn from each other, and permits the instructor to assess students’ learning and thinking styles, as well as their understanding of the material. There will be two required ways to participate: in-class and via online forum. Both types of participation will be evaluated based on the following: · The student’s willingness to participate actively in, and remain focused during discussions · The student’s ability to participate in a respectful and open manner · The student’s level of preparation and familiarity with required material · The quality of the student’s contribution, including an appropriate level of complexity, an ability to integrate various sources of information and levels of analysis, and a willingness to think creatively and flexibly (rather than repeat what others have said) · The student’s ability to provide constructive feedback to peers, and receive and incorporate feedback from peers and from the instructor into their work
Online Forum:
The online forum serves to add a more interesting dimension to the learning dynamic of this class. It will allow us to take the learning outside of the classroom and into the real (or virtual) world, as well as expose students to the voices and perspectives of current research relevant to developmental science. Each forum will center on a videotaped discussion or presentation by one or more researchers, relating to the topic that will be discussed in class that week. Students will be assigned to at least one forum and will serve as moderators of that discussion. Their role will be to share their initial reflections on the assignment, and scaffold the forum discussion for other students to participate. Students are expected to be familiar with and participate in the discussions related to all forum videos, whether or not they serve as moderators. Students will rate each other’s online participation, based on the principles of participation for the class (see above), as will the instructor.
Group Presentation:
The group presentation provides an additional avenue for students to integrate and apply the concepts learned throughout the semester, to the understanding and treatment of particular trajectories in developmental psychopathology. Each group will be expected to present a creative and engaging lifespan developmental analysis of their topic, based on developmental trajectories and informed by evolutionary, biological, affective, cognitive, language, self, relational and contextual perspectives presented in class. Students will choose one of six topics presented in Part V of the Cozolino textbook: · Impact of early stress · Interpersonal trauma · Social phobia · Borderline personality disorder · Psychopathy/antisocial · Autism
Reflection Paper:
This final assignment represents the integration of each student’s knowledge across the entire semester. Each student is expected to present a written report (5 pages or less) of this or her understanding of development as an organizational construct in clinical psychology, weaving the knowledge acquired in the course with reflections on their own development as clinical psychologists.
Ethical, Legal, and Professional Standards of Care:
Students are expected to perform within professional standards of research as determined by ethical codes, legal considerations, the University or Campus Internal Review Board, and accepted professional research practice. (See #5 in “IV. Policies and Procedures” section.) Ethical violations may result in students not passing the course (at the professional judgment of the instructor based on the nature of the ethical violation), regardless of quantity and quality of work in other areas.
Behavioral Expectations:
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, graduate-level class participation, timely completion of assignments, or for violations of ethical and professional standards of care, at the discretion of the instructor.
Grading:
Attendance
10 pts.
Class participation
15 pts.
Online Forum
15 pts.
Group Presentation
30 pts.
Reflection paper
30 pts.
TOTAL
100 pts.
Course grading: 93 or above = A; 90 to 92 = A-; 87 to 89 = B+; 83 to 86 = B; 80 to 82 = B-; 77 to 79 = C+; 73 to 76 = C; 70 to 72 = C-; 60 – 69 = D; 59 or below = F. Note that graduate students must maintain a B average.
III. Course Readings and Materials:
Required Texts:
Schaffer, H. R. (2006). Key Concepts in Developmental Psychology. London: Sage.
Cozolino, L. (2006). The Neuroscience of Human Relationships: Attachment And the Developing Social Brain. New York: W.W. Norton & Co.
IV. Policies and Procedures:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work and information missed during absences. When an absence is necessary, students should contact the instructor beforehand, either by phone or by email. See the University Catalog for the complete policy on attendance.
2. Information on Participation/types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who wish to make alternate arrangements for grading of participation, on the basis of cultural considerations, should discuss this with the instructor at the start of the semester. This option is not meant to be used to remediate lack of participation after the fact.
3. Responsibility to Keep Copies:
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
4. Respectful Speech and Actions:
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
5. Academic Code of Conduct and Ethics:
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
6. Evaluation of Students’ Professional Development and Functioning:
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology program. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
7. Disability Accommodations Request:
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli;nghiselli@alliant.edu).
8. Policy on Course Requirements During Religious Holidays:
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
9. Resources for Obtaining Tutoring or Other Student Support Services:
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.
Week 1: JAN. 29Topic: Introduction to class goals, process, schedule and expectations.
Week 2: FEB. 5Topic: Developmental processes and developmental psychopathology Reading: Schaffer Ch. 1 &2, and Pages 86-91, Cozolino Ch. 6
Week 3: FEB. 12Topic: Attachment as an organizational construct in development Reading: Schaffer Ch. 160-170, Cozolino Ch. 7 & 10 Week 4: FEB. 19Topic: Human development from an evolutionary perspective Reading: Schaffer Pages 48-61, Cozolino Ch. 1 & 2 *Online Forum #1*: Debunking Third World myths Week 5: FEB. 26Topic: Biological development of the social brain and body Reading: Schaffer Pages 61-74, Cozolino Ch. 3 & 4 *Online Forum #2*: Early brain development
Week 6: MAR. 5Topic: Emotional regulation and its role in development Reading: Schaffer Pages 148-160, Cozolino Ch. 5 & 14 *Online Forum #3*: My stroke of insight
Week 7: MAR. 12Topic: Cognitive development and social mental maps Reading: Schaffer Ch. 5 & Pages 123-147, Cozolino Ch. 9 &13 *Online Forum #4*: Hole in the wall experiments Week 8: MAR. 19Topic: Language in development
& Choosing group presentation topics Reading: Schaffer Ch. 9, Cozolino Ch. 21 *Online Forum #5*: Apes that write, start fires and play Pac-man
MAR. 26 SPRING BREAK
Week 9: APR. 2Topic: Development of the self Reading: Schaffer Pages 74-79, Fonagy: The development of an understanding of self and agency Week 10: APR. 9Topic: Relational development: peers and partners Reading: Schaffer Pages 171-195, Cozolino Ch. 8 *Online Forum #6*: The science of love Week 11: APR. 16Topic: The roles of culture and context in development Reading: Schaffer Pages 80-86, 91-95, & 196-206,
Cozolino Ch. 23 *Online Forum #7*: Documenting our endangered cultures
Week 12: APR. 23Topic: Developmental perspectives on psychotherapy Reading: Cozolino Ch. 22; Wallin, D.J. (2007) Attachment patterns in psychotherapy; Stern, D (1985): Implications for the therapeutic process of reconstructing a developmental past.
APR. 30 NO CLASS
Week 13: MAY 7Topic:Group Presentations Part 1 Reading: Cozolino Part V
Week 14: MAY 14Topic:Group Presentations Part 2 Reading: Cozolino Part V
Final Reflection Paper due today Week 15: MAY 21Topic: End of the semester wrap-up and reflections on development
Group Presentation Guidelines
The group presentation provides an additional avenue for students to integrate and apply the concepts learned throughout the semester, to the understanding and treatment of particular trajectories in developmental psychopathology. Each group will be expected to present a creative and engaging lifespan developmental analysis of their topic, based on developmental trajectories and informed by evolutionary, biological, affective, cognitive, language, self, relational and contextual perspectives presented in class.
Students will choose one of six topics presented in Part V of the Cozolino textbook. Each group of 2 to 3 students will present one topic as it relates to the developmental psychopathology of attachment and social relationships. · Impact of early stress · Interpersonal trauma · Social phobia · Borderline personality disorder · Psychopathy/antisocial · Autism
Expectations:
All members of the group are expected to participate equally in the preparation of the presentation, as well as in the presentation itself. Equitable and respectful collaboration among members is an absolute requirement. The following points should be covered by all groups. However, no specific order or format is required. The format should be born out of the group process and inspired by the topic.
1. Creativity: There is no written requirement for this project. This is mostly to allow students to focus on their own process of learning, as well as on devising strategies to teach and engage their peers. Full credit will be given to presentations that use non-traditional approaches and can keep the audience’s interest. Humor, artistic creativity and thoughtful presentation of intellectual dilemmas or unanswered questions are encouraged. I hope that students will work hard but also have fun and create presentations that they themselves find interesting.
2. Developmental definition and relevant developmental tasks: Provide a short process definition of this disorder or risk pattern, beyond the symptoms (don’t get stuck on the DSM). Explain the main developmental tasks, periods in time, and/or major events implicated in the trajectory to this disorder.
3.Maladaptive processes: Explain the most relevant biological, cognitive, emotional, social and contextual factors are involved in the etiology, maintenance, and exacerbation of the disorder.
4. Adaptive processes: Explain the key processes that might allow individuals to steer away from the developmental trajectory of this disorder. What are potential strengths, values, experiences or abilities that individuals, relationships, families, communities, or cultures can exhibit or practice in order to promote positive adaptation in the face of this disorder?
5.Clinical application: Explain how one might put this all together to design and implement clinical interventions. What is being done already vs. what you would change or focus on, based on the developmental perspective. Don't think only about theoretical interventions; think also about diagnostic formulation, specific intervention strategies and processes within the therapeutic relationship. Provide case examples or vignettes to illustrate your thinking.
Grading Criteria:
Each of the 5 domains above will be worth 6 points, for a total of 30 points. Points in each domain will be assigned according to the following criteria.
2 pts = Basic attempt was made at covering required material. Simple definitions and main processes were identified, but not developed (What?)
4 pts = Ideas were developed beyond naming or definitions. Students were able to identify interaction processes and/or integrate information across domains (How?)
6 pts = A clear perspective comes through from the members of the team, beyond simply presenting the literature. Knowledge is integrated and applied through a process of active participation and reflection (Why?)
Online Forum Guidelines Online Forum Description and Purpose:
The online forum serves to add a more interesting dimension to the learning dynamic of this class. It will allow us to take the learning outside of the classroom and into the real (or virtual) world, as well as expose students to the voices and perspectives of current research relevant to developmental science. Each forum will center on a videotaped discussion or presentation by one or more researchers, relating to the topic that will be discussed in class that week. Students will be assigned to at least one forum and will serve as moderators of that discussion. Their role will be to share their initial reflections on the assignment, and scaffold the forum discussion for other students to participate. Students are expected to be familiar with and participate in the discussions related to all forum videos, whether or not they serve as moderators. Students will rate each other’s online participation, based on the principles of participation for the class, as will the instructor.
Online Forum Process: Moderators: · For each online forum, there will be two moderators. Both moderators are expected to discuss the video before preparing their post, and work together on a single post to present to the group. The moderators are welcome to consult with the instructor before posting, but they are not required to do so. · Due to Moodle constraints, moderators should choose one student under whose name the initial post will be made. Their participation, however, will be graded as a team. · The moderators are expected to view the video before the rest of the group does, and present their post 7 days before the forum is due. For example, the moderators’ post for Early Brain Development , which is due for the class on February 26th, should be posted on or before February 19th by the start of class (4:40PM). · The moderators are also expected to grade their own participation using the Moodle rating system. · Moderators should be able to integrate all post replies, summarize it in a final post by the start of class (4:40PM) on the day the Forum is due, and be prepared to discuss it in class if needed.
All other students: · All students are expected to view each video, and post their answer following the moderators’ guidelines. · All students should rate the moderators’ post on a scale from 0 to 4 (see criteria below). · Students should complete their posts and ratings before 5PM on the Wednesday of the week the Forum is due. This is to allow the moderators to prepare the final integration post, as well as to permit the instructor and other students in the class to read and reflect on all posts.
Moderator Grading Criteria:
Students will rate each moderator’s post from 0 to 4, based on whether they meet the following criteria. Each criterion is worth 2 points. The maximum rating a student can give a moderator is 4.
1. Context (2 points): The student has placed the video in the greater context of developmental psychopathology, class readings, previous class discussions, and/or current socio-cultural context.
2. Perspective (2 points): The student has put forth a particular point of view or interpretation, and has done so in a creative and interesting fashion (regardless of whether the reader agrees with this perspective or point of view).
For each criterion above:
If a student’s post is deemed to be unsatisfactory, the appropriate rating would be 0.
If a student only partially meets the criterion, the appropriate rating would be 1.
If a student’s post fully meets the criterion, the appropriate rating would be 2.
For example, a moderator who appropriately places the video in context, but fails to provide a unique perspective, should receive a total of 2 out of 4 points (2 +0). A moderator who partially places the video in context and only begins to explain a unique perspective would also receive 2 out of 4 (1+1). A moderator who successfully places the video in context and fully presents an engaging and creative perspective would receive 4 out of 4. (2+2)
Calculation of Online Forum Grades: General Participation (6 out of 15 points):
Students will receive one point for participation in each of the 6 forums (minus the one they moderate, which will be graded separately), as long they post their answer by the deadline, and rate the moderator, with good-faith participation. This means that the post should follow the guidelines presented by the moderator, and it should be respectful and appropriate. Most students who make reasonable attempts should get credit for general participation. Students who fail to participate in time, fail to rate the moderator, do not address the moderator’s requests, or participate in a disrespectful manner, will receive no credit for the corresponding forum.
Moderators (9 out of 15 points):
Each student will moderate one forum (together will a classmate). Both moderators will obtain the same grade for their work. Forum moderation will account for 9 out of the 15 total points of the Online Forum Participation. The moderators’ grade will be a composite of the instructor rating and the class ratings.
Class rating (0 to 4 points): 4 points will be calculated by taking the average class rating for the student’s post as moderator. The maximum will be 4 points. `
Instructor rating (0-5 points): 5 points will be afforded by the instructor, with each of the two grading criteria described above accounting for 2 points (2 points for context and 2 points for perspective). The final point will be afforded on the basis of the team’s ability to engage the class in a discussion, and integrate of the results in a final post. The maximum will be 5 points.
How to calculate your Online Forum Grade:
A student’s grade for online forum participation will be the sum of the following: _out of 6 General Forum Participation points (1 point each)
_ out of 4 Average class rating for Moderator post
_out of 5 Instructor rating for Moderator post
TOTAL_ out of 15 points for Online Forum Participation
Course Title: Human Development
Course Number: PSY 6109 A1
School/College: CSPP-San Francisco
Term and Year: Spring, 2009
Class location: One Beach Street, San Francisco, Room 210
Class Meeting days and time(s): Thursdays, 4:40 p.m. to 6:30 p.m.
Instructor Name and Title: Elena Padrón, Ph.D., Assistant Professor
Office location: SF Campus, Room 273
Email address: epadron@alliant.edu
Phone: 415-955-2111
Grading: Letter grade
Credit hours: 2 credits per semester
Reminder that Syllabus is Subject to Change
The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Additional articles may be added to augment the texts. Grading criteria will only be changed with advance notice.
I. Course Rationale:
The Psy.D. Program requires all students to take a one-semester course in developmental psychology. The program believes that a doctoral level education in clinical psychology is incomplete without exposure to this knowledge. The main objectives of this course are to prepare students to demonstrate mastery in the following CSPP Psy.D. Program competencies:
· Development of a professional perspective that is grounded in the science of psychology, including development (A). This course will integrate knowledge of biological, social and cognitive and affective bases of behavior in a greater developmental framework, and with an understanding of major developmental processes, individual differences and psychopathology.
· The application of knowledge about development to create an effective therapeutic relationship, understand the therapeutic process, its stages and what makes for therapeutic outcomes, and be sensitive to the role of ethnicity and culture in establishing and maintaining relationships with clients (B.1).
· The ability to analyze and learn from interventions that are grounded in developmental theory and informed by current developmental and clinical research, as well as psychotherapy literature. Students will also develop their ability to apply research on psychopathology to clinical diagnosis and case formulation, and to take into account the effects of race, class, culture and other social/cultural factors in planning and carrying out a course of treatment (B.3).
· Developing research and evaluation skills, such as the ability to read and critically review psychological literature, synthesize and integrate research findings from different sources and to pose theoretical, clinical or predictive questions and draw conclusions, demonstrate the application of research findings to clinical phenomenon and/or practice, and critically assess the application of research findings to diverse ethnic and cultural groups (B.4).
· Further develop the ability to understand clinical phenomenon within social and cultural context (C).
· To hone professional problem solving skills and attitudes essential for life long learning and scholarly inquiry, such as the ability to understand, evaluate, organize, and synthesize psychological literature, present results of self-directed education in educational presentations, incorporating scholarly integration of practice theory and research findings, and the ability to inform practice with results of self-education (D).
II. Course Description, Instructional Objectives and Strategy, Assessment and Behavioral Expectations:
A. Course Description:
This course will present salient issues and processes in the major domains of development, specifically from the perspectives of attachment theory and developmental psychopathology, across the lifespan. The notion of development as a dynamic and increasingly complex process will be emphasized. Teaching strategies will weave together the presentation of current scientific theories and research findings with clinical applications and case examples.
B. Instructional Objectives:
By the end of this course, it is expected that students will:
· Attain an understanding of major developmental processes, based on developmental science and attachment theory.
· Be able to discuss, in writing and orally, the clinical and social implications of current developmental research.
· Understand and discuss clinical and interventions informed by the developmental framework, with respect to case conceptualization, assessment and treatment of clients.
· Gain insight into their own developmental trajectory as clinicians-in-training and grow in their confidence to integrate developmental perspectives into their skill set and mind sets as clinical psychologists.
C. Instructional Strategy:
This course will consist of a combination of lectures, class discussion of case vignettes, group presentations, and online discussions of current research and developmental applications. Students are expected to complete weekly assigned readings, watch all assigned online videos, participate in all online discussions, and respectfully and actively participate in class discussions and group presentations.
D. Diversity Issues:
This class assumes incorporation of critical and informed examination of diversity issues within a developmental framework. The role of culture and ethnicity in influencing developmental trajectories will be examined. Readings, class discussions and assignments will address these issues.
E. Description of Course Requirements and Assessment Methods:
Attendance:
Attendance criteria for this class include the following: if students miss more than 2 classes, they risk obtaining “no credit” for the semester, even if they have performed well on other dimensions of the class. Being more than 10 minutes late for a class, or in returning from a break, counts as missing one class. Attendance is a basic requirement. Turning in a written assignment late, or failing to turn it in, will result in a lower grade or failure of the class, depending on the work missed, at the discretion of the instructor. Contact the instructor as soon as possible if you learn you will be missing a course requirement. Attendance will be graded as follows:
Participation:
Participation is a vital component of this seminar. It allows students to learn from each other, and permits the instructor to assess students’ learning and thinking styles, as well as their understanding of the material. There will be two required ways to participate: in-class and via online forum. Both types of participation will be evaluated based on the following:
· The student’s willingness to participate actively in, and remain focused during discussions
· The student’s ability to participate in a respectful and open manner
· The student’s level of preparation and familiarity with required material
· The quality of the student’s contribution, including an appropriate level of complexity, an ability to integrate various sources of information and levels of analysis, and a willingness to think creatively and flexibly (rather than repeat what others have said)
· The student’s ability to provide constructive feedback to peers, and receive and incorporate feedback from peers and from the instructor into their work
Online Forum:
The online forum serves to add a more interesting dimension to the learning dynamic of this class. It will allow us to take the learning outside of the classroom and into the real (or virtual) world, as well as expose students to the voices and perspectives of current research relevant to developmental science. Each forum will center on a videotaped discussion or presentation by one or more researchers, relating to the topic that will be discussed in class that week. Students will be assigned to at least one forum and will serve as moderators of that discussion. Their role will be to share their initial reflections on the assignment, and scaffold the forum discussion for other students to participate. Students are expected to be familiar with and participate in the discussions related to all forum videos, whether or not they serve as moderators. Students will rate each other’s online participation, based on the principles of participation for the class (see above), as will the instructor.
Group Presentation:
The group presentation provides an additional avenue for students to integrate and apply the concepts learned throughout the semester, to the understanding and treatment of particular trajectories in developmental psychopathology. Each group will be expected to present a creative and engaging lifespan developmental analysis of their topic, based on developmental trajectories and informed by evolutionary, biological, affective, cognitive, language, self, relational and contextual perspectives presented in class. Students will choose one of six topics presented in Part V of the Cozolino textbook:
· Impact of early stress
· Interpersonal trauma
· Social phobia
· Borderline personality disorder
· Psychopathy/antisocial
· Autism
Reflection Paper:
This final assignment represents the integration of each student’s knowledge across the entire semester. Each student is expected to present a written report (5 pages or less) of this or her understanding of development as an organizational construct in clinical psychology, weaving the knowledge acquired in the course with reflections on their own development as clinical psychologists.
Ethical, Legal, and Professional Standards of Care:
Students are expected to perform within professional standards of research as determined by ethical codes, legal considerations, the University or Campus Internal Review Board, and accepted professional research practice. (See #5 in “IV. Policies and Procedures” section.) Ethical violations may result in students not passing the course (at the professional judgment of the instructor based on the nature of the ethical violation), regardless of quantity and quality of work in other areas.
Behavioral Expectations:
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, graduate-level class participation, timely completion of assignments, or for violations of ethical and professional standards of care, at the discretion of the instructor.
Grading:
Course grading: 93 or above = A; 90 to 92 = A-; 87 to 89 = B+; 83 to 86 = B; 80 to 82 = B-; 77 to 79 = C+; 73 to 76 = C; 70 to 72 = C-; 60 – 69 = D; 59 or below = F. Note that graduate students must maintain a B average.
III. Course Readings and Materials:
Required Texts:
Schaffer, H. R. (2006). Key Concepts in Developmental Psychology. London: Sage.
Cozolino, L. (2006). The Neuroscience of Human Relationships: Attachment And the Developing Social Brain. New York: W.W. Norton & Co.
IV. Policies and Procedures:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work and information missed during absences. When an absence is necessary, students should contact the instructor beforehand, either by phone or by email. See the University Catalog for the complete policy on attendance.
2. Information on Participation/types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Students who wish to make alternate arrangements for grading of participation, on the basis of cultural considerations, should discuss this with the instructor at the start of the semester. This option is not meant to be used to remediate lack of participation after the fact.
3. Responsibility to Keep Copies:
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
4. Respectful Speech and Actions:
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
5. Academic Code of Conduct and Ethics:
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
6. Evaluation of Students’ Professional Development and Functioning:
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology program. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
7. Disability Accommodations Request:
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services (Dr. Nina Ghiselli;nghiselli@alliant.edu).
8. Policy on Course Requirements During Religious Holidays:
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
9. Resources for Obtaining Tutoring or Other Student Support Services:
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on the San Francisco campus.
10. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
V. Course Schedule:
Week 1: JAN. 29 Topic: Introduction to class goals, process, schedule and expectations.
Week 2: FEB. 5 Topic: Developmental processes and developmental psychopathology
Reading: Schaffer Ch. 1 &2, and Pages 86-91, Cozolino Ch. 6
Week 3: FEB. 12 Topic: Attachment as an organizational construct in development
Reading: Schaffer Ch. 160-170, Cozolino Ch. 7 & 10
Week 4: FEB. 19 Topic: Human development from an evolutionary perspective
Reading: Schaffer Pages 48-61, Cozolino Ch. 1 & 2
*Online Forum #1*: Debunking Third World myths
Week 5: FEB. 26 Topic: Biological development of the social brain and body
Reading: Schaffer Pages 61-74, Cozolino Ch. 3 & 4
*Online Forum #2*: Early brain development
Week 6: MAR. 5 Topic: Emotional regulation and its role in development
Reading: Schaffer Pages 148-160, Cozolino Ch. 5 & 14
*Online Forum #3*: My stroke of insight
Week 7: MAR. 12 Topic: Cognitive development and social mental maps
Reading: Schaffer Ch. 5 & Pages 123-147, Cozolino Ch. 9 &13
*Online Forum #4*: Hole in the wall experiments
Week 8: MAR. 19 Topic: Language in development
& Choosing group presentation topics
Reading: Schaffer Ch. 9, Cozolino Ch. 21
*Online Forum #5*: Apes that write, start fires and play Pac-man
MAR. 26 SPRING BREAK
Week 9: APR. 2 Topic: Development of the self
Reading: Schaffer Pages 74-79, Fonagy: The development of an understanding of self and agency
Week 10: APR. 9 Topic: Relational development: peers and partners
Reading: Schaffer Pages 171-195, Cozolino Ch. 8
*Online Forum #6*: The science of love
Week 11: APR. 16 Topic: The roles of culture and context in development
Reading: Schaffer Pages 80-86, 91-95, & 196-206,
Cozolino Ch. 23
*Online Forum #7*: Documenting our endangered cultures
Week 12: APR. 23 Topic: Developmental perspectives on psychotherapy
Reading: Cozolino Ch. 22; Wallin, D.J. (2007) Attachment patterns in psychotherapy; Stern, D (1985): Implications for the therapeutic process of reconstructing a developmental past.
APR. 30 NO CLASS
Week 13: MAY 7 Topic: Group Presentations Part 1
Reading: Cozolino Part V
Week 14: MAY 14 Topic: Group Presentations Part 2
Reading: Cozolino Part V
Final Reflection Paper due today
Week 15: MAY 21 Topic: End of the semester wrap-up and reflections on development
Group Presentation Guidelines
The group presentation provides an additional avenue for students to integrate and apply the concepts learned throughout the semester, to the understanding and treatment of particular trajectories in developmental psychopathology. Each group will be expected to present a creative and engaging lifespan developmental analysis of their topic, based on developmental trajectories and informed by evolutionary, biological, affective, cognitive, language, self, relational and contextual perspectives presented in class.
Students will choose one of six topics presented in Part V of the Cozolino textbook. Each group of 2 to 3 students will present one topic as it relates to the developmental psychopathology of attachment and social relationships.
· Impact of early stress
· Interpersonal trauma
· Social phobia
· Borderline personality disorder
· Psychopathy/antisocial
· Autism
Expectations:
All members of the group are expected to participate equally in the preparation of the presentation, as well as in the presentation itself. Equitable and respectful collaboration among members is an absolute requirement. The following points should be covered by all groups. However, no specific order or format is required. The format should be born out of the group process and inspired by the topic.
1. Creativity: There is no written requirement for this project. This is mostly to allow students to focus on their own process of learning, as well as on devising strategies to teach and engage their peers. Full credit will be given to presentations that use non-traditional approaches and can keep the audience’s interest. Humor, artistic creativity and thoughtful presentation of intellectual dilemmas or unanswered questions are encouraged. I hope that students will work hard but also have fun and create presentations that they themselves find interesting.
2. Developmental definition and relevant developmental tasks: Provide a short process definition of this disorder or risk pattern, beyond the symptoms (don’t get stuck on the DSM). Explain the main developmental tasks, periods in time, and/or major events implicated in the trajectory to this disorder.
3. Maladaptive processes: Explain the most relevant biological, cognitive, emotional, social and contextual factors are involved in the etiology, maintenance, and exacerbation of the disorder.
4. Adaptive processes: Explain the key processes that might allow individuals to steer away from the developmental trajectory of this disorder. What are potential strengths, values, experiences or abilities that individuals, relationships, families, communities, or cultures can exhibit or practice in order to promote positive adaptation in the face of this disorder?
5. Clinical application: Explain how one might put this all together to design and implement clinical interventions. What is being done already vs. what you would change or focus on, based on the developmental perspective. Don't think only about theoretical interventions; think also about diagnostic formulation, specific intervention strategies and processes within the therapeutic relationship. Provide case examples or vignettes to illustrate your thinking.
Grading Criteria:
Each of the 5 domains above will be worth 6 points, for a total of 30 points. Points in each domain will be assigned according to the following criteria.
2 pts = Basic attempt was made at covering required material. Simple definitions and main processes were identified, but not developed (What?)
4 pts = Ideas were developed beyond naming or definitions. Students were able to identify interaction processes and/or integrate information across domains (How?)
6 pts = A clear perspective comes through from the members of the team, beyond simply presenting the literature. Knowledge is integrated and applied through a process of active participation and reflection (Why?)
Online Forum Guidelines
Online Forum Description and Purpose:
The online forum serves to add a more interesting dimension to the learning dynamic of this class. It will allow us to take the learning outside of the classroom and into the real (or virtual) world, as well as expose students to the voices and perspectives of current research relevant to developmental science. Each forum will center on a videotaped discussion or presentation by one or more researchers, relating to the topic that will be discussed in class that week. Students will be assigned to at least one forum and will serve as moderators of that discussion. Their role will be to share their initial reflections on the assignment, and scaffold the forum discussion for other students to participate. Students are expected to be familiar with and participate in the discussions related to all forum videos, whether or not they serve as moderators. Students will rate each other’s online participation, based on the principles of participation for the class, as will the instructor.
Online Forum Process:
Moderators:
· For each online forum, there will be two moderators. Both moderators are expected to discuss the video before preparing their post, and work together on a single post to present to the group. The moderators are welcome to consult with the instructor before posting, but they are not required to do so.
· Due to Moodle constraints, moderators should choose one student under whose name the initial post will be made. Their participation, however, will be graded as a team.
· The moderators are expected to view the video before the rest of the group does, and present their post 7 days before the forum is due. For example, the moderators’ post for Early Brain Development , which is due for the class on February 26th, should be posted on or before February 19th by the start of class (4:40PM).
· The moderators are also expected to grade their own participation using the Moodle rating system.
· Moderators should be able to integrate all post replies, summarize it in a final post by the start of class (4:40PM) on the day the Forum is due, and be prepared to discuss it in class if needed.
All other students:
· All students are expected to view each video, and post their answer following the moderators’ guidelines.
· All students should rate the moderators’ post on a scale from 0 to 4 (see criteria below).
· Students should complete their posts and ratings before 5PM on the Wednesday of the week the Forum is due. This is to allow the moderators to prepare the final integration post, as well as to permit the instructor and other students in the class to read and reflect on all posts.
Moderator Grading Criteria:
Students will rate each moderator’s post from 0 to 4, based on whether they meet the following criteria. Each criterion is worth 2 points. The maximum rating a student can give a moderator is 4.
1. Context (2 points): The student has placed the video in the greater context of developmental psychopathology, class readings, previous class discussions, and/or current socio-cultural context.
2. Perspective (2 points): The student has put forth a particular point of view or interpretation, and has done so in a creative and interesting fashion (regardless of whether the reader agrees with this perspective or point of view).
For each criterion above:
If a student’s post is deemed to be unsatisfactory, the appropriate rating would be 0.
If a student only partially meets the criterion, the appropriate rating would be 1.
If a student’s post fully meets the criterion, the appropriate rating would be 2.
For example, a moderator who appropriately places the video in context, but fails to provide a unique perspective, should receive a total of 2 out of 4 points (2 +0). A moderator who partially places the video in context and only begins to explain a unique perspective would also receive 2 out of 4 (1+1). A moderator who successfully places the video in context and fully presents an engaging and creative perspective would receive 4 out of 4. (2+2)
Calculation of Online Forum Grades:
General Participation (6 out of 15 points):
Students will receive one point for participation in each of the 6 forums (minus the one they moderate, which will be graded separately), as long they post their answer by the deadline, and rate the moderator, with good-faith participation. This means that the post should follow the guidelines presented by the moderator, and it should be respectful and appropriate. Most students who make reasonable attempts should get credit for general participation. Students who fail to participate in time, fail to rate the moderator, do not address the moderator’s requests, or participate in a disrespectful manner, will receive no credit for the corresponding forum.
Moderators (9 out of 15 points):
Each student will moderate one forum (together will a classmate). Both moderators will obtain the same grade for their work. Forum moderation will account for 9 out of the 15 total points of the Online Forum Participation. The moderators’ grade will be a composite of the instructor rating and the class ratings.
Class rating (0 to 4 points): 4 points will be calculated by taking the average class rating for the student’s post as moderator. The maximum will be 4 points. `
Instructor rating (0-5 points): 5 points will be afforded by the instructor, with each of the two grading criteria described above accounting for 2 points (2 points for context and 2 points for perspective). The final point will be afforded on the basis of the team’s ability to engage the class in a discussion, and integrate of the results in a final post. The maximum will be 5 points.
How to calculate your Online Forum Grade:
A student’s grade for online forum participation will be the sum of the following:
_ out of 6 General Forum Participation points (1 point each)
_ out of 4 Average class rating for Moderator post
_ out of 5 Instructor rating for Moderator post
TOTAL_ out of 15 points for Online Forum Participation